ICT Integration and Tutors' Obstacles: A Case of Atebubu College of Education, Ghana

Abstract

The aim of this study was to investigate the obstacles that impeded the progress of the tutors of Atebubu College of Education in their quest to integrate ICT into their teaching process. The study collected data from 38 tutors of Atebubu College of Education, Ghana. Questionnaire was given to the respondents to gather quantitative data from them. Descriptive statistics by way of frequency counts and percentages was used to analyse responses received from the participants. Results from the analysis of the data showed that 78.9 percent of the tutors had not received adequate professional development to enable them Integrate technology into their curriculum. Although 78.9 percent of the tutors believed that ICT increases the quality of education, they lacked the requisite skills or professional competence to integrate ICT into their subject areas. All 38 tutors (100 percent) stated that lack of Internet connection was an impediment to ICT integration. Tutors (68.4 percent) also indicated that insufficient number of computers hindered integration. It can be concluded from the findings of the study that due to the obstacles, tutors of Atebubu College of Education encountered, they could not effectively integrate ICT into their teaching process.